New Curriculum 2014 - Long Term Planning
Key Stage 1 Year 1
Cycle 2 2016-2017
Term / Autumn / Spring / SummerTHEME / Viva Espaῆa! / Fire, Festivals and Fawkes / Pirates, Ahoy! / Dragons, Knights and Castles / The Super Sixties! / Island Hopping!
Week / 7 weeks / 7 weeks / 6 weeks / 7 weeks / 5 weeks / 7 weeks
English / Key Texts:
Spain non-fiction books Little Red Riding Hood / Key Texts:
How big is a million? / Key Texts:
Peter Pan / Key Texts:
Where the wild things are / Key Texts:
Princess and the Wizard / Key Texts:
Katie Morag
Narrative and Non narrative
Labels, lists and captions.
Traditional Stories – features.
Features of a recount / Narrative and Non narrative
Questions
Note making and posters
Fact file
Stories with a pattern
Letters to Santa / Narrative and non-narrative
Fairy-tale characters
Dictionaries
Features of a non-fiction text / Narrative and non-narrative
Information book
Story boards
Rhymes with a pattern / Narrative and non-narrative
Instructions
Fantasy stories / Narrative and non-narrative
Letter writing
Post cards
Traditional poems
Favourite stories
Writing Transcription – Ongoing
Pupils should be taught to:
- name the letters of the alphabet:
- naming the letters of the alphabet in order
- using letter names to distinguish between alternative spellings of the same sound
- write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
Writing Composition Ongoing
Pupils should be taught to:
- write sentences by:
- saying out loud what they are going to write about
- composing a sentence orally before writing it
- sequencing sentences to form short narratives
- re-reading what they have written to check that it makes sense
- discuss what they have written with the teacher or other pupils
- read aloud their writing clearly enough to be heard by their peers and the teacher.
Reading
Unit of work based on
Little Red Riding Hood.
- read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
- re-read these books to build up their fluency and confidence in word reading.
- becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
Read information from books and internet sources about Brittany.
Read big book about Barnaby Bear’s trip to Brittany. .
Read examples of stories with patterns.
Read ‘We are going on a bear hunt’.
Read recounts.
- read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
Read examples of traditional stories
Read examples of simple dictionaries
Look at different non –fiction texts and identify features
- becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
Children to use different sources to find information about Captain Cook.
Read and talk about poems with a pattern.
Look at examples of alliteration in poems
- Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
Read a range of fantasy stories.
Use big book for instructions. Children to identify features for use in their own writing. / Reading
Look at features of letters and different examples
Look at features of a post card
Look at a range of traditional poems
Work on performing traditional poems
Children to bring in a selection of their favourite stories
- learning to appreciate rhymes and poems, and to recite some by heart
Phonics
Assess children’s phonics for reading and spelling.
Phase 2 and 3. / Phonics
Phase 3 and 4 / Phonics
Phase 4 and 5 / Phonics
Phase 4 and 5 / Phonics
Phonics assessment practise – phase 3,4,5. / Phonics
Phonics assessment practise – phase 3,4,5.
Reading Ongoing (Phonics)
Pupils should be taught to:
- apply phonic knowledge and skills as the route to decode words
- respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
- read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
- read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
- read other words of more than one syllable that contain taught GPCs
- read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
Comprehension Ongoing
Pupils should be taught to:
- develop pleasure in reading, motivation to read, vocabulary and understanding by:
- being encouraged to link what they read or hear read to their own experiences
- recognising and joining in with predictable phrases
- discussing word meanings, linking new meanings to those already known
- understand both the books they can already read accurately and fluently and those they listen to by:
- drawing on what they already know or on background information and vocabulary provided by the teacher
- checking that the text makes sense to them as they read and correcting inaccurate reading
- discussing the significance of the title and events
- making inferences on the basis of what is being said and done
- predicting what might happen on the basis of what has been read so far
- participate in discussion about what is read to them, taking turns and listening to what others say
- explain clearly their understanding of what is read to them.
Grammar, vocabulary and Punctuation
Nouns
Captions and simple sentences.
Leaving spaces between words (ongoing)
Terminology for year - letter, capital letter
word, singular, plural
sentence
punctuation, full stop, question mark, exclamation mark / Grammar, vocabulary and Punctuation
Constructing questions, question words and question marks.
Bullet points, headings, note making.
Bullet points, headings.
Capital letters and full stops. Introduce conjunctions – and, but, so, because.
How words can combine to make sentences
Joining words and joining clauses using and
Adjectives, alliteration.
Capital letters and full stops, question mark compound sentences. / Grammar, vocabulary and Punctuation
Capital letters for names and for the personal pronoun I
Adjectives, adverbs. Capital letters and full stops. Compound sentences.
Sentence construction, capital letters and full stops, word order.
Headings, subheadings, captions, labels, title. / Grammar, vocabulary and Punctuation
Constructing questions, question words and question marks. Headings, subheadings, captions, labels, title.
Simple and compound sentences. Capital letters and full stops, commas in lists, question mark, exclamation marks.
Adjectives. Introduce commas.
Commas in a list. Capital letters for proper nouns. / Grammar, vocabulary and Punctuation
Suffixes
Regular plural noun suffixes –s or –es [for example dog, dogs; wish, wishes], including the effects of the suffixes on the meaning of the noun.
Imperative verbs, capital letters and full stops. Numbered list, bullet points.
Simple and compound sentences. Adjectives.
Adjectives and similes. Commas in lists. / Grammar, vocabulary and Punctuation
Simple and compound sentences, letter openings and endings. Capital letters and full stops, proper nouns.
Commas in lists and proper nouns. Verbs and adverbs.
Proper nouns for titles and names.
Spelling
Introduce children to spellings.
- Spell words containing each of the 40+ phonemes already taught
- the days of the week
- Differentiated action word sets 1-3
- common exception words
- add prefixes and suffixes:
- using the prefix un–
- words containing each of the 40+ phonemes already taught
Year One key spellings
- Differentiated action word sets 1-3
- using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
- add prefixes and suffixes:
- words containing each of the 40+ phonemes already taught
Year One key spellings
Differentiated action word sets 1-3
- add prefixes and suffixes:
- words containing each of the 40+ phonemes already taught
Differentiated action word sets 1-3
Next 100 HFW
- words containing each of the 40+ phonemes already taught
Differentiated action word sets 1-3
Next 100 HFW
- using –ing, –ed, –erand –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
- words containing each of the 40+ phonemes already taught
Ongoing spelling
- all letters of the alphabet and the sounds which they most commonly represent
- consonant digraphs which have been taught and the sounds which they represent
- vowel digraphs which have been taught and the sounds which they represent
- the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds
- words with adjacent consonants
Handwriting Ongoing
Pupils should be taught to:
- sit correctly at a table, holding a pencil comfortably and correctly
- begin to form lower-case letters in the correct direction, starting and finishing in the right place
- form capital letters
- form digits 0-9
- understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.
Spoken Word Ongoing
Pupils should be taught to:
- listen and respond appropriately to adults and their peers
- ask relevant questions to extend their understanding and knowledge
- use relevant strategies to build their vocabulary
- articulate and justify answers, arguments and opinions
- give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
- maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
- use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
- speak audibly and fluently with an increasing command of Standard English
- participate in discussions, presentations, performances, role play, improvisations and debates
- gain, maintain and monitor the interest of the listener(s)
- consider and evaluate different viewpoints, attending to and building on the contributions of others
- select and use appropriate registers for effective communication.
Poetry and Plays
(Christingle) / Poetry and Plays
(Class assembly) / Poetry and Plays
(Class assembly)
Maths
Key Concepts / Number and Place Value
Read and write numbers up to 20
Count reliably sets of objects up to 20.
Order a small set of numbers from smallest to largest using numbers up to 20.
To begin to estimate a small number of objects.
Identify one more and one less than a given number to 20
Identify and represent
numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
Number – Addition and Subtraction
read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs
represent and use number bonds and related subtraction facts within 20
add and subtract one-digit and two-digit numbers to 20, including zero
Geometry - properties of Shape
Recognise and name common 2D shapes and describe their features.
Sort and recognise common 3D shapes
- 2-D shapes [for example, rectangles (including squares), circles and triangles]
- 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].
Missing number sequences
Counting forwards and backwards in steps of 1 and 10, beginning with 0 or 1, or from any given number
Recognise and follow simple number patterns.
Introduce place value of tens and units.
Geometry - properties of Shape
Recognise and name common 3d shapes and describe their features.
Number – Addition and Subtraction
Practically finding one less than a given number to 20.
Take a 1 digit number from a 2 digit number up to 20.
Subtraction of a 1 digit number from a 2 digit number using numbers on a hundred square.
One step word problems involving subtraction.
Understand that addition can be done in any order.
Addition using the hundred square taking a 1 digit number from a 2 digit number.
Addition word problems.
Recognise number bonds to 10 and 20.
Recognise doubles up to 10 + 10.
Statistics
Collect data on a tally chart.
Transfer the information onto a pictogram from a tally chart.
Answer questions about the information shown on a tally chart and a pictogram.
Measurement
Compare and order lengths and use appropriate vocabulary to describe.
Use different nonstandard measures to measure length such as paper clips, pencils blocks etc.
Begin to use standard measurements to measure objects such as a ruler in cm.
Compare heights of children in class using vocabulary tallest and shortest.
Recognise and use the language relating to dates including knowing the days of the week and months of the year in order / Number and Place Value
Recognising odd and even numbers.
Missing number sequences.
Counting/comparing numbers to 100
Number – Addition and Subtraction
Recognise addition as counting on.
Understand that addition to be done in any order.
Missing number sentences adding a 2 digit number and a I digit number.
Addition and subtraction with money
Subtraction by counting back on a number line. Take away a 1 digit number from a 2 digit number.
Finding 10 less from a given number on the hundred square – number sequences.
Geometry - properties of Shape
Name and describe common 2D shapes.
Continue a simple shape pattern and discuss how the pattern has continued.
Name and describe the features of common 3D shapes.
Fractions
Recognise, name and write ½ as 1 of 2 equal parts of an object, shape or quantity.
Statistics
Recognise and use tally charts and pictograms correctly and be able to answer questions about the information shown.
Construct a block graph using information from a tally chart. / Number and Place Value Order a small set of numbers from both smallest to largest and largest to smallest up to 50.
Read and write numerals as words and figures up to 20.
Partitioning numbers into tens and units.
Statistics
Sort objects into different groups according to a given criterion.
Measurement
Estimate and weigh objects using pan-balance scales and nonstandard units.
Weigh objects using cubes to balance the scales.
Compare objects and estimate which will be heavier using knowledge of weight of other objects.
Solve problems involving measures.
- sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
Recognise, name and write ½, ¼ and ¾ as parts of an object, shape or quantity.
- recognise, find and name a half as one of two equal parts of an object, shape or quantity
- recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
Solve missing number problems such as 7=–9. Understand what the equals sign means.
Understand subtraction as finding the difference between 2 numbers.
Add two 2 digit numbers 10 + 11=
Add three 1 digit numbers together
e.g. 6 + 4 +8 =
Number – Multiplication and Division
Group sets of objects into sets of 2, 5 and 10
Practically share objects into equal groups.
Subtracting multiples of 10. / Number and Place Value Missing number sequences up to 100, using a hundred square.
Number – Addition and Subtraction
Find 10 more or less than a number – HA above 100.
Add two 2 digit numbers and begin to use partitioning to solve more complex addition sums.
Understand subtraction as ‘take away’ and find the difference by counting up.
Subtract two 2 digit numbers using a hundred square
Missing number sentences taking away 2 2 digit numbers.
Add up small amounts of coins/notes and find change from totals up to £1.
Recognise and know the value of different denominations of coins and notes
Double bigger numbers by partitioning.
Geometry - properties of Shape
Recap names and features of 3d shapes. Recognise flat and curved faces.
Measurement
Begin to associate the months of the year with seasons and solve word problems involving time.
Use language of time such as quicker, slower, earlier, later / Statistics
Use a Venn diagram to sort objects or numbers.
Use a Carroll diagram to sort objects or numbers into 4 groups with given headings.
Bridging through ten for addition.
Geometry – Position and Direction
Visualise and use everyday language to describe the position of objects, direction and distance when moving them.
Recognise objects that turn on a point.
Using the children’s bodies, children to make a full, half, quarter and 3 quarter turn.
Measurement
Estimate and measure the capacity of different objects such as jugs and teapots.
Understand the vocabulary of litres.
Compare, describe and solve practical problems for capacity and volume (full/empty, more than, less than, quarter, three quarters, full or empty).
Estimate, measure, weigh and compare objects.
Use the vocabulary of grams and kg.
Telling the time to quarter past the hour.
Number – Multiplication and Division
Recognise and write the multiplication / division symbol in mathematical statements, calculating the answer with the teacher using concrete objects.
Word problems involving simple multiplication and division.
Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
Fractions
A variety of word problems, including addition, subtraction, doubling, halving and measures.
Find halves and quarters of numbers such as half and a quarter of 20.
Science / Seasonal Changes (Continuous)
Observe changes across the four seasons –focus on Autumn/Winter